THE EFFECTIVENESS OF GUESSING GAMES TECHNIQUE IN
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HASANAH PEKANBARU
Amelia Resti, Erni, Mahsyurameliaresti92@gmail.com, erni.rasda@yahoo.co.id, masyhur_mb@yahoo.com
Program Studi Pendidikan Bahasa Inggris FKIP Universitas Riau, Pekanbaru
Abstract: This study was about the application of guessing games technique in speaking ability of the first year students. The aim of this study was to find out the imprRYHPHQW VWXGHQWV¶ VSHDNLQJ DELOLW\ WKURXJK JXHVVLQJ JDPHV WHFKQLTXH DW 076
Hassanah and to find out the effectiveness of guessing games technique in improving
VWXGHQWV¶ VSHDNLQJ DELOLW\ 24 out of 120 students were chosen through cluster random technique sampling. The analysis was based on giving oral test to the students. It was found that there were significant improvement; 4 students (16.7%) were in excellent level, 20 students (83.3%) were in good level, and there is no students in mediocre, poor and very poor level. ,W LPSOLHV WKDW WKH VWXGHQWV¶ DELOLW\ IDOOV LQWR JRRG DELOLW\ OHYHO
Based on the result, it is recommended that teachers pay attention more to the students about how to speak English well. It is also important to apply games especially guessing game in the term of motivating the students so that they are brave to speak up and fun to learn English.
PENGARUH TEKNIK PERMAINAN TEBAK GAMBAR UNTUK
MENINGKATKAN KEMAMPUAN BERBICARA SISWA DI MTS
HASANAH PEKANBARU
Amelia Resti, Erni, Mahsyur
ameliaresti92@gmail.com, erni.rasda@yahoo.co.id, masyhur_mb@yahoo.com
Program Studi Pendidikan Bahasa Inggris FKIP Universitas Riau, Pekanbaru
Abstrak : penelitian ini adalah tentang aplikasi teknik permainan tebak gambar dalam berbicara bahsa inggris untuk murid kelas 7 SMP. Tujuan dari penelitian ini untuk menemukan perubahan berbicara bahasa inggris siswa melalui permainan tebak gambar di MTS Hasanah Pekanbaru dan untuk melihat ke efektifan permainan tebak gambar dalam meningkatkan kemampuan berbicara murid. 24 orang sampel dari 120 siswa di pilih melalui teknik sampel acak . penilaian melalui tes oral. Telah di dapat perubahan yang signifikan , 4 orang murid (16.7%) berada pada level baik sekali, 20 (83.3%) murid di level baik, dan tidak ada murid yang berada dalam level sedang dan level rendah. Ini menyiratkan kemampuan murid berada dalam level yang baik. Berdasarkan hasil, penelitian ini direkomendasikan untuk guru agar memberikan perhatian yang lebih kepada murid tentang bagaimana berbicara bahasa inggris yang benar, dan juga pentingnya menggunakan permainan kususnya tebak gambar dalam memotivasi murid sehingga mereka berani berbicara dan tertarik belajar bahasa inggris.
INTRODUCTION
One of language skills that must be mastered by any foreign language learner is the ability to speak or communicate in the target language. In the 2013 Curriculum, it is clearly stated that one of the objectives of the English subject in Junior High School is developing the ability to communicate in English, either in written or oral form which covers listening, speaking, reading and writing. Unfortunately, the fact has shown that the students still face some difficulties to improve their speaking ability because they are accustomed to using their native language in daily life than using English.
Speaking as a part of English subject, cannot be separated from the other language skills. It contains structure, grammar, vocabulary etc. Sadtono (1983:26-27) says the speaking skill is a skill which is more difficult to master than other skill because it cannot be held alone in the process in learning it. It needs a partner to practice it.
Brown (1994:217) states there are four language skills that must be mastered in English learning, among as listening, speaking, reading and writing. Speaking skill is important to many language learners who are involved in the spoken language, especially to students. Being successful in learning GHSHQGV RQ WKH VWXGHQWV¶ DELOLW\ WR understand the material given by teacher and other supporting class activities.
The goal of teaching speakinJ LV WR LPSURYH VWXGHQWV¶ VSHDNLQJ DELOLW\, to interact freely with others, to understand what others say in oral communication. They can share their experience in the classroom.
%DVHG RQ WKH ZULWHU¶V H[SHULHQFH ZKHQ WHDFKLQJ SUDFWLFH WR WKH ILUVW \HDU¶V students of SMP Muhammadiyah 1 Pekanbaru, the writer knew that many students still had many difficulties in speaking. In teaching, the teacher tended to use practicing dialogue pairs. In this case , the teacher asked the student to read the dialogue in pairs and practice it in front of class, and after finished reading and practicing the dialogue the teacher asked the student to answer the question based on dialogue. As a result, this WHFKQLTXH ZDV PRQRWRQRXV DQG XQDEOH WR LPSURYH VWXGHQWV¶ VSHDNLQJ DELOLW\ 7KH\ GLG not know what they was presenting the dialogue for the teacher here tends to use Indonesian language to explain materials to students.
Another problem that was found at that school was that most of students still lacked of capability to communicate in English. The students were inhibited when trying to say things in English in the classroom. They worried about making mistakes, felt shy and lazy to speak English and most of them tended to keep silent in teaching learning process.
An observation was also made at MTS Hasannah to complete the data. Based on the preliminary observation at MTS Hasannah, the same problem was found atSMP Muhammadiyah 1 Pekanbaru.It was found that the students had low scores in speaking. So, the researcher concluded the problem of students in junior high school was more about speaking.
6RPHWLPHV WKH VWXGHQWV¶ VSHDNLQJ VFRUHs do not reach the standard. It is
influenced by some factors; that are ILUVW ODFN RI WHDFKHUV¶ WHFKQLTXH LQ WHDFKLQJ speaking so that the goal of teaching speaking could not be achieved by students, while the goal of teaching speaking skill is to communicate efficiency. Second, they were shy and lazy to speak English because they were afraid of making mistakes.
Based on the problem above, the researcher would apply guessing games WHFKQLTXH DV WKH VROXWLRQ WR LPSURYH VWXGHQWV¶ VSHDNLQJ VNLOO ,W LV RQH RI WKH communicative techniques in teaching speaking. It is also a kind of games in language
teaching skill. This game can be applied to beginning level of the students in junior high school.
According to Byrne (1987:21),name the object, spell the name of object, say something about the object, say what they would do with the object if they had it, make up sentence using the object, link the object on the right to the left object ³ 6R JXHVVLQJ games is a game in which the object is to guess some kind information, such as a word, a phrase, title, or the location of an object.
Guessing games can generate a lot of spontaneous speech, even if much of it is fairly simple in structure. To implement of guessing games as a speaking activity , working as whole class offer to o little opportunity for each student to speak, but working in pairs may often leave alone guesser stumped for ideas. The range of topic guessing games is wide, so the game can be tailored to match the theme of the class.
The reason for using guessing games is to give more opportunities to the student to make turn in speaking during the times allocated. The researcher thought that games are combination between language practice and fun. They can express their ideas freely because they do activities with their friends. It is game also easy to admirer and flexible in terms of subject matter and design.
Based on the explanation above, the writer was interested incarrying out a research entitled The effectiveness of guessing games technique in improving VWXGHQWV¶ VSHDNLQJ DELOLW\ DW 076 +DVVDQDK 3HNDQEDUX
RESEARCH METHODOLOGY
The time of the research was on academic year 2014/2015. The data for this research were collected from january to february 2015 to the first year students at the second semester. The research was conducted at MTS Hasanah Pekanbaru, which is located on jalan Cempedak 37 Pekanbaru.
The design of this research is pre-experiment which implements guessing games technique in speaking class. There are three types of pre-experimental designs, and in this research was used One Group Pretest-Posttest. This One Group Pretest-Posttest design involved a single group that is pretested (O1), exposed to a treatment (X), and
post-tested (O2).
The activity in performing this research can be seen in following schema;
(O1 X O2)(Gay: 2000). In a One Group Pretest-Posttest design, a single
group participant was measured on the dependent variable both before and after the manipulation of independent variable.
In conducting the one-group pre-test-post-test design, theresearcher needs tounderstand the process in order to conduct the research well. This research was a cycle process: pre-test - treatment ± post-test.
The population of this research is the first year students of MTS Hasannah 2014/2015. The total numberis 120 students, it consist of 56 females and 64 males.
Gay (1987:101) states that sample is the individuals selected to represent the larger group or population. If the reseach use experimental reseach, the minimum sample is 15 samples in group, Gay and Diehl (1992). The sample of this research use cluster random sampling. It is sampling in which group, not the individuals are randomly selected. All the members of selected groups have similar characteristics. A lottery technique was used to obtain the sample this researcher got one classes (VII1)
To get the sample the researcher asked the teacher to gather all the chairman from all first grade students in this school, and distribute the roll paper which one paper have one number only.
Quantitative data were used for instruments to collect the data during the reasearch. To obtain them the oral test was used to measure students speaking ability. The result of the test was assersed by three raters in order to gain the results of the test objective. The researcher chose it because it is easy for rates to score quickly (Brown 1994:140). The data of this research is the students¶ DFWLYLW\ DQG WKH LQIOXHQFH WRZDUG VSHDNLQJ 7KH GDWD RI WKLV UHVHDUFK LV WKH VWXGHQW¶ DFWLYLW\ GXULQJ OHDUQLQJ SURFHVV DQG score of the pre-test and the post-test. The pre-test will be given to the students who are in sample class.
In scoring the studentV¶ DELOLW\ WKH UHVHDUFKHU GHFLGHG WR FKRRVH WKH RQH constituted by Hughes (1990:111-113) for measurements of speaking ability.
Weighting Table STUDENT CODE Components Score (A+G+V+F+C) x4=100 Accent (0-5) Grammar (0-5) Vocabulary (0-5) Fluency (0-5) Comprehen sion (0-5) 1 3 35
In order to know the effect of guessing games technique toward speaking ability, the researcher analyzed with statistical procedure (for the test).
The data of this study were WKH VWXGHQWV¶ VFRUH LQ SUH-test and post-test questioner
DQG REVHUYDWLRQ 7R DQDO\]H WKH VWXGHQWV¶ VFRUH RQ SUH-test and post-post test, the
researcher used T-test from gay (1987) and statistical software program SPSS. In this case, T-test means a statistical procedure used to determine whether there is any significant difference between pre test and post test.
The technique of data analysis uses here is the statistical procedures. Statistical procedure gives away to analyze before and after test, and also find the mean, and standard deviation (pre-and post test) to find specific different.
)RU DQDO\]H WKH VWXGHQW¶V VFRUH WKH UHVHDUFKHU XVHV WKH IROORZLQJ IRUPXOD P = f X 100 %
N
(sudijono, 2006: 43) Where:
P = percentage of the students who get good / average / fail f = the sum of the students who get good / average / fail N= total the students within the sample
7KH &ODVVLILFDWLRQ RI 6WXGHQWV¶ 6FRUH
No Test Score Level of Ability
1. 81-100 Excellent
2. 61-80 Good
3. 41-60 Mediocre
4. 21-40 Poor
5. 0-20 Very Poor
Adapted from Harris (1974)
To know the real score of students, the following formula was used: RS = TS x 100
25
Where: RS = real score for each individual TS = total score of speaking aspects
7R NQRZ WKH VWXGHQWV¶ DELOLW\ LQ VSHDNLQJ formula of the average score was
applied: X = ™ [ N
Where: X WKH VWXGHQWV¶ DYHUDJH VFRUH
™ [ WKH VWXGHQWV¶VFRUH
N = the number of students
(Hatch & Farhady, 1982)
RESULT
Research Findings
The post-test score of experimental class in speaking ability between 68-85point, it means 68 is the minimum score and 85 is the maximum score. The average score found in speaking ability was 76.9 point. The standart deviation of experimental class in post- test is 4.01.
Test Score Ability Level Frequency Percentage
81-100 Excellent 4 16.7%
61-80 Good 20 83.3%
41-60 Mediocre 0 0%
21-40 Poor 0 0%
0-20 Very Poor 0 0%
Table above VKRZV WKDW WKHUH LV LPSURYHPHQW LQ VWXGHQWV¶ VSHDNLQJ DELOLW\ 7KHUH
7KHUH LV QR RQH VWXGHQWV LQ µSRRU¶ ¶ PHGLRFUH¶ DQG µYHU\ SRRU¶ OHYHO ,Q DGGLWLRQ WKH reseacher also analyzed the data based on each the aspect of speaking. The details can be seen in following table.
No Aspects of Speaking Average
(R1+R2+R3) Ability Level 1 Accent 77.28 Good 2 Grammar 74.25 Good 3 Vocabulary 76.45 Good 4 Fluency 73.15 Good 5 Comprehension 79.75 Good
Total Score 76.94 Good
From the table above WKH VFRUH RI µIOXHQF\¶ LV µJUDPPDU¶ LV
µFRPSUHKHQVLRQ¶ LV µYRFDEXODU\¶ LV DQG µDFFHQW¶ LV %DVHG RQ WKH
description above, the five aspects in speaking are in good level. As we knew in pre-test before, vocabulary and grammar in poor level, and others in mediocre level. So, we can see much changing between before and after applying the technique.
CONCLUSION AND RECOMMENDATION Conclusion
After conducted 6 meetings in the first year students of MTS Hasannah Pekanbaru, the reseacher comes up with several conclusions which would point out the
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The significant improvement can be seen in every aspect of speaking ability that student have. In pretest, accent is 42.90 and it improves to 77.28 in posttest. In grammar, the average score of students in pretest is 38.78 and it improves to be 74.25. In vocabulary, the average score of students in pretest was 39.33 and it improves to be 76.45. It also happened in fluency and comprehension aspect. In pretest, the average score of students in fluency was 42.08 while in posttest it was 73.15. In comprehension, the average score of students in pretest is 44.83 and it improves to be 79.75. It means guessing games technique is effective to improve speaking ability at MTS Hasanah Pekanbaru..
The significance is also supported by the result of T-test and that makes the alternative hypothesis accepted. It was concluded that the result of t-test (31.732) was higher than the t±table (2.069). It means there is a significant difference between the result of pretest and posttest. Hence, the alternative hypothesis is accepted and the null hypothesis is rejected.
Recommendation
Related to the result of the research, the highest score increased in speaking aspect is in comprehension. Therefore, it is recommended for other researchers to conduct a research regarding the implementation of guessing game technique to improve other aspects. The lowest score is in fluency aspect, it is recommended to the teacher to pay more attention to the students about how to speak English well. It is also important to apply game especially guessing games in term of motivating the students so that they
are brave to speak up and fun to learn English. The last, the writer also recommend this thesis to the readers to enrich the knowledge about games that can be one of successfull WHFKQLTXHV LQ LPSURYLQJ VWXGHQWV¶ VSHDNLQJ VNLOO
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